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Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders

Published online by Cambridge University Press:  28 November 2008

Gary Gang Huang
Gary Gang Huang*
Affiliation:
National Center for Education Statistics
*
9515 Kings Grant Road, Laurel, MD 20723
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Abstract

The concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children than Spanish proficiency or a general notion of bilingualism. Drawing on data from the 1988 National Education Longitudinal Survey (NELS 88), this article compares self-deprecation, self-confidence, and fatalistic belief among Mexican American 8th graders who reported themselves as biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. Controlling for the effects of sociodemographic background and school experience, ordinary least-square regression analysis generated supportive results. Mexican American children who identified themselves as biliterate had higher self-confidence than other groups (English or Spanish monoliterates and oral bilinguals). Logistic regression analysis found a strong interaction effect between self-identity and birthplace (United States or foreign) and parents' education. Among students born in the United States, parents' education was negatively related to biliterate identity. In contrast, parents' education was positively associated with biliterate identity among those who were foreign-born.

Type
Articles
Information
Applied Psycholinguistics , Volume 16 , Issue 3 , July 1995 , pp. 271 - 291
Copyright
Copyright © Cambridge University Press 1995

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